Submitted by Caroline Falcao (caroline.rfalcao@ufpe.br) on 2017-06-19T16:09:33Z No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) 2012-tese-GreilsonLima.pdf: 3226112 bytes, checksum: 6b747331d21162f5e80b2b366bbb53f0 (MD5) / Made available in DSpace on 2017-06-19T16:09:33Z (GMT). No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) 2012-tese-GreilsonLima.pdf: 3226112 bytes, checksum: 6b747331d21162f5e80b2b366bbb53f0 (MD5) Previous issue date: 2012-02-27 / Esta tese tem por objetivo compreender a trajetória dos emigrantes nordestinos no sudeste do Brasil, a partir da experiência do retorno às festividades nalocalidade de origem, enfocando os aspectos simbólicos e performáticos que marcam a condição, tanto de emigrante como de imigrante no interior do grupo investigado. Esta etnografia, do ponto de vista da localidade, é o que podemos chamar de multilocal, o seu campo se deu na localidade de origem dos migrantes, a cidade de Esperança-PB, a localidade de destino, o Bairro de Vila São Luís, Duque de Caxias-RJ e contou com uma descrição do deslocamento de ônibus da cidade de origem para a cidade de destino e também o percurso inverso. Para melhor compreender a desterritorialização dos processos simbólicos e as articulações entre cultura e poder, vivido pelos migrantes, não foramtomadascomo base as categorias de oposições convencionais (subalterno/hegemônico, tradicional/moderno), que marcaram muitos dos estudos sobre migração interna no Brasil, quase sempre assinalados pela armadura das análises estruturais ou uma noção de cultura totalizadora e localizada. Partiu-seda prerrogativa de que o imigrante, antes de se tornar um migrante deve ser percebido como emigrante, a análise sobre o fenômeno migratório, não deve se limitar a sociedade de acolhimento, mas deve contemplar as estruturas e contradições da comunidade de origem. Considerando o fato de o pesquisador serconterrâneo dos migrantes investigados, foram apontadasas contribuições subjetivas enquanto pesquisador e também “nativo”. No tocante a compreensão do retorno às festividades, que é o fio condutor desta análise, priorizou-se o paradigma da Antropologiada performance, o que permitiu ressaltar os elementos arredios, transfronteiriços e as ironias, abandonado as visões dos processos sociais como harmônicos, bem como permitiu um maior relevo às experiências multisensoriais, os engajamentos corporais e emotivos, que muitas vezes deflagram ou explicitam os mecanismos políticos que encontram subsumidos nas análises estruturais. / This thesis aims to understand the trajectory of northeastern migrants in southeastern Brazil, from experiences of returning to festivities at locality of origin, hanging symbolic and performative aspects that characterize the condition, both emigrants and immigrants within the group investigated. This ethnography, from the standpoint of location, is what we call a multisite, his field was given in place of origin of migrants, the of Esperança City, State of Paraiba to destination location, the district of Vila São Luís, in Duque de Caxias City, State of Rio de Janeiro and included a description of travel of buses in city of origin to the destination city, and also the opposite route. To better understand the deterritorialization of symbolic processes and connections between culture and power, experienced by migrants, not been taken based on categories of conventional oppositions (subaltern / hegemonic, traditional / modern), that marked many of studies about internal migration in Brazil, almost always indicated by reinforcement of structural analysis or a totalizing and localized notion of culture. Calving of the prerogative of the immigrant, before becoming a migrant must be perceived as emigrant, analysis of the migration phenomenon, should not be limited to receiving society, but should include the structures and contradictions of community of origin. Considering the fact of being a researcher and compatriotmigrants investigated pointed to subjective contributions as a researcher and also "native". Concerning the understanding of return to festivities, what is the guiding principle of this analysis, prioritized the paradigm of anthropology of performance, which allowed to highlight the elements aloof, and transboundary and jokes, left the views of social processes such as harmonics, as well as allowed a greater emphasis on multi-sensory experiences,the physical and emotional engagement, that often trigger or explicit policy mechanisms, that are subsumed under in the structural analysis.

Compared to other examples of human behavior, humor responses have received relatively little attention from the scientific community and by the behavior analytic community in particular. This study investigated what some of the controlling variables for humans to emit a humor response may be. Participants were randomly presented two types of word sequences/jokes: one with a matching punchline and one without a matching punchline. Participants rated whether the jokes were funny or not funny, and reaction time was measured for all stimuli presented. Generally, the results showed that reaction times to punchlines rated as not funny were shorter than punchlines that were rated funny. These differences in reaction time were interpreted with priming, intraverbal control, and multiple control as an experimental foundation. Limitations include the absence of physiological measures due to COVID-19 restrictions and the forced choice of two rating responses. The implications of this research reveal opportunities for future research of humor responses.

To date, little research has documented the prevalence of anti-gay behaviours on Canadian university campuses or directly explored heterosexual mens and womens self-reported reasons for holding negative attitudes toward gay men and engaging in anti-gay behaviours. Consequently, the purpose of the current study was to: (1) assess the prevalence of anti-gay attitudes and behaviours on a Canadian university campus using the Attitudes Toward Gay Men Scale (ATG) and the Self-Report Behaviour Scale Revised (SBS-R); (2) describe heterosexual mens and womens lived experiences as perpetrators of homonegativity; and (3) explore how heterosexuals find meaning in their homonegativity within personal and social contexts. A mixed-methods approach was used wherein a quantitative questionnaire was administered to 286 university students in the first phase of the study. The majority of the participants scored below the midpoint of the ATG and they most often reported engaging in subtle behaviours directed toward gay men. In the second, qualitative phase of the study, open-ended interviews were conducted with eight individuals (four men and four women) who held negative attitudes toward gay men and had engaged in anti-gay behaviours. The interviews were analyzed using Interpretative Phenomenological Analysis. The participants lived experiences of homonegativity were primarily characterized by their feelings of discomfort upon observing gay men display affection and their perceptions that gay men are feminine. For the most part, participants used their religious beliefs, negative affective reactions toward homosexuality, and their beliefs that homosexuality is wrong and unnatural to understand their homonegativity. Further, the participants indicated that they had only engaged in subtle anti-gay behaviours, such as joke-telling, social distancing, or avoidance. Many of the participants were concerned about being perceived as prejudiced and, consequently, monitored the behaviours they directed toward gay men. Limitations of the study and directions for future research concerning anti-gay behaviours are also presented.

To date, little research has documented the prevalence of anti-gay behaviours on Canadian university campuses or directly explored heterosexual mens and womens self-reported reasons for holding negative attitudes toward gay men and engaging in anti-gay behaviours. Consequently, the purpose of the current study was to: (1) assess the prevalence of anti-gay attitudes and behaviours on a Canadian university campus using the Attitudes Toward Gay Men Scale (ATG) and the Self-Report Behaviour Scale Revised (SBS-R); (2) describe heterosexual mens and womens lived experiences as perpetrators of homonegativity; and (3) explore how heterosexuals find meaning in their homonegativity within personal and social contexts. A mixed-methods approach was used wherein a quantitative questionnaire was administered to 286 university students in the first phase of the study. The majority of the participants scored below the midpoint of the ATG and they most often reported engaging in subtle behaviours directed toward gay men. In the second, qualitative phase of the study, open-ended interviews were conducted with eight individuals (four men and four women) who held negative attitudes toward gay men and had engaged in anti-gay behaviours. The interviews were analyzed using Interpretative Phenomenological Analysis. The participants lived experiences of homonegativity were primarily characterized by their feelings of discomfort upon observing gay men display affection and their perceptions that gay men are feminine. For the most part, participants used their religious beliefs, negative affective reactions toward homosexuality, and their beliefs that homosexuality is wrong and unnatural to understand their homonegativity. Further, the participants indicated that they had only engaged in subtle anti-gay behaviours, such as joke-telling, social distancing, or avoidance. Many of the participants were concerned about being perceived as prejudiced and, consequently, monitored the behaviours they directed toward gay men. Limitations of the study and directions for future research concerning anti-gay behaviours are also presented.

Made available in DSpace on 2015-05-14T12:39:48Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 1578593 bytes, checksum: d83cf98c666e1de5e07f3f24af46d3cb (MD5) Previous issue date: 2013-04-01 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This study aimed to raise the concept of playing for teachers, students and parents of Municipal nurseries in Campina Grande/PB. To achieve that objective, we did a reading thematic-figurative concept of play, classifying them as to how to be modal (foundational each subject) cultural (specific to each nursery) and universal (present throughout the universe of research examined consisting of four nurseries). The theory was the chosen proposal greimasian semiotics, focusing on the level of discoursivization, in particular, the relationship thematic-figurative texts in this interview. The corpus collection occurred at the end of the year 2011, through interviews with eight teachers, sixteen students and eight parents. The results showed that the play is a teaching resource used in all kindergartens and has defined spaces that are the classroom and the courtyard and can be free, at the initiative of the children and targeted, when the teacher intervenes in the fun or just provides the conditions for them to happen. Also the lack of understanding of the needs of children playing in kindergarten and consequently experiences that promote their development, generates the production of repetitive play and disciplining, wasting the opportunity to challenge the children to new knowledge. Based on the speeches analyzed, we conclude that the play is based much of children's learning, both in the socializing aspects, as also cultural and affective. But for their potential value is recognized, some conditions must be satisfied. These include adults sensitive, formed on the need of children playing, an Educational System involved in a careful institutional organization that supports the conditions of initial and continuing education, planning and evaluation of the moments of play; teachers to ensure the right of children to play, committed to the idea that play is an essential activity in their integral development. For that, nurseries need to understand how it should be played the role of proposer, mediator and observer of the activities of the students fun, moreover, the teacher needs to unite the liking for research to educational practice. / Este trabalho teve por objetivo levantar o conceito do brincar para professores, alunos e pais de Creches Municipais de Campina Grande/PB. Para atingir esse objetivo, fizemos uma leitura temática-figurativa do conceito de brincar, classificando-os quanto ao modo de serem modalizadores (instauradores de cada sujeito) culturais (próprios de cada creche) e universais, (presente em todo o universo de pesquisa examinado, constituído de quatro creches). A teoria escolhida foi a proposta da semiótica greimasiana, enfocando o nível da discursivização, em especial, as relações temática-figurativas presente nos textos entrevistas. A coleta do corpus ocorreu no final do ano de 2011, através de entrevistas com oito professores, dezesseis alunos e oito pais. Como resultados, observou-se que o brincar é um recurso de ensino utilizado em todas as creches e tem espaços definidos que são a sala de aula e o pátio, podendo ser livres, por iniciativa das crianças e direcionados, quando a professora intervém na brincadeira ou apenas oferece as condições para que elas aconteçam. Também que a falta de compreensão das necessidades brincantes das crianças na Educação Infantil e consequentemente vivências que promovam o seu desenvolvimento, gera a produção de brincadeiras repetitivas e disciplinadoras, desperdiçando a oportunidade de desafiar as crianças para novos conhecimentos. Tendo por base os discursos analisados, concluímos que o brincar fundamenta grande parte da aprendizagem das crianças, tanto nos aspectos socializadores, como, também, culturais e afetivos. Mas, para que o seu valor potencial seja reconhecido, algumas condições precisam ser satisfeitas. Essas incluem adultos sensíveis, formados sobre a necessidade das crianças brincarem; um Sistema Educacional envolvido em uma cuidadosa organização institucional, que dê suporte às condições de formação inicial e continuada sobre o brincar, planejamento e avaliação dos momentos brincantes; professores que garantam o direito de brincar às crianças, comprometidos com a ideia de que o brincar é uma atividade primordial no seu desenvolvimento integral. Para isso, as creches precisam compreender como deve ser desempenhado o papel de propositor, mediador e observador das atividades brincantes dos alunos, além disso, o professor precisa unir o gosto pela pesquisa à prática docente.

Submitted by Elisete França (zetefranca26@gmail.com) on 2018-06-29T05:41:51Z No. of bitstreams: 1 Tese de Doutorado - Elisete Santana da Cruz França.pdf: 1439526 bytes, checksum: 67723e7a774551bc75b2175493d2f26d (MD5) / Approved for entry into archive by Rosevânia Machado (rosevaniamachado.s@gmail.com) on 2018-07-10T16:54:11Z (GMT) No. of bitstreams: 1 Tese de Doutorado - Elisete Santana da Cruz França.pdf: 1439526 bytes, checksum: 67723e7a774551bc75b2175493d2f26d (MD5) / Made available in DSpace on 2018-07-10T16:54:11Z (GMT). No. of bitstreams: 1 Tese de Doutorado - Elisete Santana da Cruz França.pdf: 1439526 bytes, checksum: 67723e7a774551bc75b2175493d2f26d (MD5) / Os debates sobre a construção das masculinidades têm se mostrado um campo de pesquisa profícuo no âmbito das Ciências Sociais. E os estudos sobre a temática evidenciam que masculinidades são construídas e reconstruídas com base em projetos sociais, políticos e pedagógicos. Nesse sentido, tais masculinidades não são estáticas, vez que se transformam ao longo do tempo, e, para, além disso, não pode ter como ponto de partida apenas o sexo considerado biológico, visto que, são configurações de práticas reiteradas pelos sujeitos masculinos e femininos e que balizam as relações de gênero. Deste modo, o intuito dessa investigação é compreender como as relações de sociabilidade influenciam na construção e (re) interpretação das masculinidades de jovens numa escola pública estadual de Salvador. Nesse sentido, o estudo constituiu-se em uma pesquisa qualitativa, considerada como metodologia adequada por buscar responder a questões presentes no contexto social situado cultural e historicamente. Destarte, realizou- se um estudo de caso com jovens estudantes de uma escola pública do Ensino Médio de Salvador. Para tanto, utilizamos como instrumentos da pesquisa, entrevistas, observação participante e o grupo focal. Vale salientar que três categorias emergiram com mais relevantes na interpretação da pesquisadora e no próprio limite da pesquisa no discurso dos jovens: as brincadeiras, família e violência. Desse modo, e partindo das minhas incursões interpretativas no trabalho como educadora e como pesquisadora, depreendi que nas escolas temos uma pedagogia da heteronormatividade. Os resultados apontaram que as masculinidades são negociadas durante todo o processo de socialização dos sujeitos sociais. Admite- se que a família, em especial mães e pais, atua como co-partícipe no processo de construção, reconstrução e reinterpretações da ordem de gênero e que a masculinidade do “verdadeiro homem” está associada à força, resistência, dureza e que é aprendida por meio dos ensinamentos do pai. Palavras-chave: Brincadeiras; Famílias; Violência; Masculinidades; Relações de Gênero. / ABSTRACT The debates on the construction of masculinities have been shown to be a profitable field of research within the Social Sciences. And the studies on the subject show that masculinities are constructed and reconstructed based on social, political and pedagogical projects. In this sense, such masculinities are not static, since they transform over time, and, in addition, can not have as a starting point only sex considered biological, since they are configurations of practices reiterated by male subjects and feminist and gender relations. Thus, the purpose of this research is to understand how the relationships of sociability influence the construction and (re) interpretation of the masculinities of young people in a state public school in Salvador. In this sense, the study constituted a qualitative research, considered as adequate methodology to seek to answer questions present in the social context situated culturally and historically. Thus, a case study was conducted with young students from a public high school in Salvador. To do so, we used as research instruments, interviews, participant observation and the focus group. It is noteworthy that three categories emerged with more relevance in the interpretation of the researcher and at the very limit of research in the discourse of young people: games, family and violence. In this way, and starting from my interpretive forays in the work as educator and as researcher, I realized that in the schools we have a pedagogy of the heteronormatividade. The results showed that masculinities are negotiated throughout the socialization process of social subjects. It is assumed that the family, especially mothers and fathers, acts as a co-participant in the process of construction, reconstruction and reinterpretations of the gender order and that the masculinity of the "true man" is associated with strength, endurance, hardness and learned through the teachings of the father. Keywords: Jokes; Families; Violence; Masculinities; Gender Relationships. / SOMMAIRE Les débats sur la construction des masculinités se sont avérés être une champ de recherche rentable dans le domaine des Sciences Sociales. Et les études sur le sujet montrent que les masculinités sont construits et reconstruits sur la base de projets sociaux, politiques et pédagogiques. En ce sens, ils ne sont pas statiques, ils se transforment avec le temps et, de plus, ne peuvent avoir comme point de départ que le sexe considéré biologique, puisqu'il s'agit de configurations de pratiques réitérées par des sujets masculins et féminins et que relations de genre. Ainsi, le but de cette recherche est de comprendre comment les relations de sociabilité influencent la construction et la (ré) interprétation des masculinités des jeunes dans une école publique au Salvador. En ce sens, l'étude a constitué une recherche qualitative, considérée comme une méthodologie adéquate pour chercher à répondre aux questions présentes dans le contexte social situé culturellement et historiquement. Ainsi, une étude de cas a été réalisée avec de jeunes étudiants d'un lycée public de Salvador. Pour ce faire, nous avons utilisé comme instruments de recherche, des entrevues, l'observation des participants et le groupe de discussion. Il est à noter que trois catégories ont émergé avec plus de pertinence dans l'interprétation du chercheur et à la limite de la recherche dans le discours des jeunes: jeux, famille et violence. Ainsi, à partir de mes incursions interprétatives dans le travail d'éducateur et de chercheur, j'ai réalisé que dans les écoles nous avons une pédagogie de l'hétéronormativité Le résultats ont souligné que les masculinités sont négociées tout au long du processus de socialisation des sujets sociaux. Il est supposé que la famille, en particulier les mères et les pères, agit comme un co-participant au processus de construction, de reconstruction et de réinterprétation de l'ordre des genres et que la masculinité du «vrai homme» est associée à la force, l'endurance et la dureté. appris à travers les enseignements du père. Mots-clés: Blagues; Familles; Violence; Masculinités; Relations de Genre

MACHADO, Antonio Augusto Araujo. Estudo das representações sociais do gênero feminino em piadas sobre a mulher. 2009. 153 f. Dissertação (Mestrado em Linguística) – Universidade Federal do Ceará, Departamento de Letras Vernáculas, Programa de Pós-Graduação em Linguística, Fortaleza-CE, 2009. / Submitted by nazareno mesquita (nazagon36@yahoo.com.br) on 2012-06-21T14:56:02Z No. of bitstreams: 1 2009_diss_ AAMachado.pdf: 813874 bytes, checksum: cf13f5c49122f7ab0dbe18a3d1d37cc4 (MD5) / Approved for entry into archive by Maria Josineide Góis(josineide@ufc.br) on 2012-06-21T15:38:46Z (GMT) No. of bitstreams: 1 2009_diss_ AAMachado.pdf: 813874 bytes, checksum: cf13f5c49122f7ab0dbe18a3d1d37cc4 (MD5) / Made available in DSpace on 2012-06-21T15:38:46Z (GMT). No. of bitstreams: 1 2009_diss_ AAMachado.pdf: 813874 bytes, checksum: cf13f5c49122f7ab0dbe18a3d1d37cc4 (MD5) Previous issue date: 2009 / This qualitative research intends to analyse the Social representations of the female gender in jokes concerning blondies, in order to study the discourse-language strategies used and how they work for keeping a sexist discourse which provides for a stereotyped image of that woman as ―stupid‖ and sexually available. The corpus for this research comes from the internet, considering as a basic requirement the determination of spaces of enunciation which guides the analysis. For this study, besides taking into account Moscovici‘s approach on representations, we focus on the theoretical basis from the French Discourse Analysis, highlighting Maingueneau‘s views concerning polyphony and scene of enunciation, which enabled us to develop a more accurate analysis of the discourse marks, the building up of a scenery in the discourse and the manifestation of an interdiscoursive space and the way they led to give birth to the representations. The study of representations in jokes is due to the fact that we consider them important vehicles for representations and stereotypes alike,being profitable for both a linguistic and discoursive analysis as it is our proposal. This research becomes important not only for being one among a universe of a few ones, concerning humour, but also for its approach on polyphony and scene of enunciation to understand about the way jokes function and the matter of the social representations involving the character of the blonde woman. The results of this research may point out new horizons to be discovered in Linguistics, Discourse Analysis and other fields of knowledge which need to find in language the answers to their inquiries, in terms of relating representations, stereotypes, and jokes / Esta pesquisa, de natureza qualitativa, tem por fim analisar as representações sociais do gênero feminino nas piadas de mulher loira e propõe-se como objetivo estudar as estratégias lingüístico-discursivas empregadas e de que forma elas contribuem para a manutenção de um discurso machista que sustenta o estereótipo mulher loira como burra e sexualmente disponível. O corpus para a pesquisa foi obtido através da internet, considerando como requisito básico a determinação de certos lugares enunciativos, que orientariam a análise. Para tal estudo, além de considerarmos a abordagem de Moscovici acerca das representações, buscamos a base teórica proveniente da Análise do Discurso francesa, priorizando as contribuições de Maingueneau acerca da polifonia e cena enunciativa, categorias estas que nos permitiram uma análise mais apurada quanto às marcas deixadas no discurso, a construção de cenas no espaço discursivo e a manifestação de um espaço interdiscursivo e de que formas estes concorriam para a formação dessas representações. O estudo das representações através do exame das piadas se deve ao fato de que consideramos que estas se tornam importantes disseminadoras de representações e estereótipos, rentáveis para uma análise lingüística e discursiva, tal como a proposta. Este estudo se justifica não só por estar entre um universo de poucos trabalhos sobre o estudo de cunho humorístico, mas pela abordagem que faz, ao partir da polifonia e da cena enunciativa para examinar o funcionamento das piadas e a questão das representações sociais voltadas para a figura da mulher loira. Dessa forma, os resultados obtidos poderão apontar novos caminhos a serem trilhados na lingüística, análise do discurso ou outro campo da ciência que precise encontrar na linguagem a resposta para seus questionamentos no que se refere à relação entre representações, estereótipos e piadas

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The present research was produced with the children of a group of third grade of elementary school in a school Hall in the city of Uberlandia, Minas Gerais, during the year of 2013. This institution is located in a peripheral region of the city considered by the city and military police a neighborhood with considerable content of violence and drug trafficking. In this research we seek to know and understand children s actions, their feelings, their needs and possibilities in space-time of the school questioned the position of this institution that this class was weak and had difficulty in learning; however, the ways of being and acting of these kids informed us about children s cultures. Cultures of childhoods are produced, (re) produced and shared between them and with the adults in the school routine; specifically within the school, the children become members both of their cultures as cultures pairs of adults. How to reach the kids? That way you can promote encounters between adults and children, in such a way that we can get to know them better? The extent to which games and children s activities promoted in space-school time build and express the children s cultures? These questions were the guiding of the construction process of this investigation that presents itself as a qualitative research, which has opted for dialogue and an intense interaction with the children as a means through which we were able to confirm that they are subjects of culture in many surprising ways. Built during the school year 2013, along with kids, playful activities that expressed a process of partnership and friendship. The playground proved the space time richer children s production; the absence of Professor Regent also proved important as a condition for children to feel more free to act guided by their interests. / A presente pesquisa foi produzida com as crianças de uma turma de 3º ano do Ensino Fundamental de uma escola municipal da cidade de Uberlândia, Minas Gerais, durante o ano de 2013. Essa instituição localiza-se numa região periférica da cidade considerada pela prefeitura e policia militar um bairro com índice considerável de violência e tráfico de drogas. Na presente investigação buscamos conhecer e compreender ações das crianças, suas brincadeiras, seus sentimentos, suas necessidades e possibilidades no espaço-tempo da escola questionando a posição dessa instituição de que essa turma era \"fraca\" e que tinha dificuldades para aprender; porém, os modos de ser e agir dessas crianças dizia-nos sobre suas culturas infantis. As culturas das infâncias são produzidas, (re)produzidas e compartilhadas nas relações das crianças entre elas e com os adultos na rotina escolar; especificamente no espaço da escola, as crianças tornam-se membros tanto de suas culturas de pares quanto das culturas dos adultos. Como chegar até as crianças e conhecer suas culturas infantis? De que maneira é possível promover encontros entre adultos e crianças, de tal maneira que possamos conhecê-las melhor? Em que medida brincadeiras e atividades infantis promovidas no espaço-tempo escolar constroem e expressam as culturas infantis? Essas indagações foram norteadoras do processo de construção da presente investigação que se constituiu como uma pesquisa qualitativa, que privilegiou o diálogo e uma convivência intensa com as crianças como meio por meio do qual pudemos confirmar que elas são sujeitos de cultura de muitas formas surpreendentes. Construímos durante o ano letivo de 2013, junto com as crianças, atividades lúdicas que expressaram um processo de parceria, amizade e alegria. O recreio se mostrou o espaço-tempo mais rico da produção infantil; a ausência da professora regente também se mostrou importante como condição para que as crianças se sentissem mais livres para agirem guiadas por seus interesses. / Mestre em Educação

This work consists of a discursive analysis of memes and illustrations taken from social networks called in this work, facebook jokes. Investigates humor to address the discursive functioning of the jokes and how they reveal the changes and events of the time, or rather the implicit ideologies in jokes, in order to show and understand the stigmatized discourses present in the social and media universe. In this context, we bring Foucault's postulates (2003, 2008), according to which there is in society a control of speeches. As much as the jokes are considered one of the unconscious release, they are controlled. Further it is pervaded by social networks. These, in turn, are held by institutions that monitor and control the subjects and their discourse. Thus, it is important to emphasize the concepts of Pêcheux (1993) and Orlandi (2002, 2007) on the establishment of the subject on the speech, interdiscourse the intradiscourse the Discursive Formation (FD), and especially on the Ideological Training ( FI), which is present in every speech. Ideology determines actions of the subject without him noticing being manipulated. still deal of questions about the subject, media and mood based Possenti (2001, 2003, 2007), Freud (1905) among others. Laughter reveals our contradictions, flaws and imperfections, since it is through humor that all constituted power is revealed. To carry out such research, jokes were selected according to the pervaded ideologies, with themes about racism, religion, machismo and politics, taken three Facebook pages, "Felix bad fagot", "wag Bode" and "Kitten jokes". In this context, this research is limited to the French Discourse Analysis. As for methodology, we opted for a qualitative analysis of the object, given the chosen categories of analysis. / Este trabalho consiste em uma análise discursiva dos memes e ilustrações retiradas de redes sociais denominados, neste trabalho, de piadas do facebook. Investiga-se o humor para abordar o funcionamento discursivo das piadas e, como elas revelam as transformações e acontecimentos da época, ou melhor, as ideologias perpassadas nas piadas, a fim de mostrar e compreender os discursos estigmatizados presentes no universo social. Neste contexto, trazemos os postulados de Foucault (2003, 2008), segundo o qual há na sociedade um controle dos discursos. Por mais que as piadas sejam consideradas uma liberação do inconsciente, elas são controladas. Ainda mais sendo perpassadas pelas redes sociais. Estas, por sua vez, são instituições de poder que vigiam e controlam os sujeitos e seus discursos. Desse modo, é importante salientarmos os conceitos de Pêcheux (1993) e Orlandi (2002, 2007) sobre a constituição dos sujeitos, sobre o discurso, o interdiscurso, o intradiscurso, a Formação Discursiva (FD) e, principalmente, sobre a Formação Ideológica (FI), que interpelam todos os discursos. Tratamos ainda dos questionamentos acerca do sujeito, da mídia e do humor com base em Possenti (2001, 2003, 2007), Freud (1905) entre outros. O riso revela nossas contradições, falhas e imperfeições, visto que é através do humor que todo poder constituído é revelado. Para efetivar, então, tal pesquisa, foram selecionadas piadas de acordo com as ideologias perpassadas, com temas sobre racismo, religião, machismo e política, retiradas de três páginas do Facebook, “Félix Bicha Má”, “Bode Gaiato” e “Piadas do Gatinho”. Nesses termos, esta pesquisa está circunscrita à Análise do Discurso de linha Francesa. Quanto à metodologia utilizada, optamos por uma análise qualitativa do objeto, haja vista as categorias de análise escolhidas.

Ce travail reconstitue les mécanismes humoristiques propres à la concurrence politique des époques tardo-républicaine et impériale, dans le but de montrer les adaptations du risum mouere aux changements politiques et sociaux intervenus durant cette période. Il s’agit de dépasser une lecture théorique centrée sur le rire de l’homo urbanus et du bon orateur proposée par Cicéron et Quintilien pour lui préférer une lecture historicisée et combinatoire, considérant les orateurs, les traits d’esprit, les auditoires et les causes politiques comme un tout à l’agencement variable de ce que les Modernes nomment l’« humour politique ». Scrutant les divers contextes politiques de cet humour (les procès, le Sénat, les contiones, le Forum, la campagne militaire ou encore la rue), la recherche souligne également le passage, selon des rythmes syncopés résultant d’un repli de la causticité aristocratique face à César mais qui perdure à l’époque triumvirale, d’un « faire rire » frontal articulé autour du succès oratoire vers un humour fondé sur l’anonymat des correspondances, des graffitis ou des chants du triomphe. La dernière partie du travail, centrée sur le premier siècle du Principat, part de l’opposition établie par des sources pro-sénatoriales entre les « bons princes » et les « tyrans » pour mieux montrer que, ne se limitant pas à refuser ou à accepter le rire politique selon son degré de dangerosité pour leur autorité politique, les princes utilisèrent également le rire à leur profit, entretenant par là une « inaccessible accessibilité » au fondement du charisme impérial, permettant l’aboutissement de la « Révolution romaine ». / This work explores the links between risum mouere and Roman political competition from the two last centuries of the Republic to the beginnings of the Principate. It is necessary to go beyond a critical discussion of the influential theories of the good orator and homo urbanus (mostly conceptualized by Cicero and Quintilian) and instead to adopt a historicizing and complex reading of the phenomenon, conceiving political humor as an ever-changing object shaped by orators, jokes, audiences, and political struggles. In order to understand its role in the roman city, political humor thus needs to be considered as a contextualized whole. The first part of the dissertation considers risum mouere in the context of trials, in the Senate, on the Forum, in the street or at war. Each of these case studies reveals a type of political humor that is freely and openly used in public life. The second part tries to determine what impact Caesar’s rise and the triumvirs had on political competition and, at the same time, on the possibilities of using political humor in the city. This section sheds light on the multiple ways in which the aristocrats and people of Rome continued to mock the powerful (Caesar, Antony and Octavian) by using more discreet channels (correspondence, graffiti, triumphal songs), and how these enabled them to keep expressing strong political opposition, which was otherwise dangerous to address in broad daylight. The third and last part focuses on the first century A.D. and discusses the opposition elaborated by ancient authors between the “good prince”, who was naturally comfortable with political humor, and the repressive “tyrant”. A critical study of the literary documentation shows that every Princeps tended to discourage political humor when it meant an effective danger for the imperial authority, but also that emperors knew how to use laughter and humor to create a form of “inapproachable approachability” which constituted a foundation of imperial charisma and strengthened the new regime, born from the “Roman revolution”.